Portfolio EDUC 617

Running head: PORTFOLIO 1

Portfolio

Elsy Rodriguez

Ana G. Mendez University System

Educ 617

Dr. Maria Sevillano

12-18-11


A Critical Analysis of Reciprocal Teaching of Reading Comprehension Strategies for Students with Learning Disabilities Who Use English as Second Language

Group One

By

Consuelo Aguila

Elsy Rodriguez

Angel Perpinan

EDUC 617

Ana G. Mendez University System

November 2011


The purpose of this article study is discuss and critique review an project that investigate the

effect of two approach for providing reading comprehension strategies instructions to seventh

and eight grade ESL students with LD on comprehension of English language text. This article

was wrote by Janette Kattmann Klingner and Sharon Vaughan. This study was published on The

Elementary School Journal vol.96, No3, 1966 by The University of Chicago.

The aspects to be described and analyzed here are: the research design, the sampling, the

measure, the data analysis procedure, findings and results

The journal’s title, “Reciprocal Teaching of Reading Comprehension Strategies for Students

with Learning Disabilities, Who Use English as a Second Language is appropriate and clear. The

abstract is presented in a specific and correct form about the efficacy of the research, including

the topic problem, sample, methodology, finding and recommendation.

The research follows the steps of the study, literature review was organized and the majority of

literature of the recent origin. The theoretical framework needs to be provided. Furthermore, the

research is conducted in-school setting (middle school), this study focus on one two major

activities. The first activity was of exploratory data collection and analysis, in school. The

second activity explored hypothesis and variables. Therefore, study used descriptive,

quantitative and qualitative measures; using data analysis towards questions directly to

population students.

The goal of the research study was to measure a) reciprocal teaching in combination with

cross-age tutoring and b) reciprocal teaching in combination with cooperative grouping.

Descriptive measures were administrated individually prior to the intervention also one


additional quantitative measures. The Gates –MacGinitie and the strategy interview were

administrated as pre- and posttests.

The findings reveled in that initial reading ability, and oral language proficiency seemed

related to gains in comprehension, that a greater range of students beneficial for strategy.

This approach was based on at least a decade of development in other's settings where

problems have been addressed. In the study is no information about students or parents consent.

The participants were 22 students and were randomly of two groups of seventh and eighth

graders with learning disabilities.

Results

Data analysis was directed toward questions regarding group outcomes, patterns of change in

reading comprehension over time, and understanding the characteristics that differentiate more

and fewer successful students in each condition. Overall, this intervention appeared to improve

the reading comprehension of ESL students with Learning Disability. The key findings were: a)

a wide range of students beneficial for strategy's instruction B) initial reading level and oral

language proficiency emerged as factors related to success C) students in both the cross age more

students were successful with this intervention than would have been predicted on the research.

Using Reciprocal Teaching helped both group students to increase level comprehension, it do

students thinking, summarize and clarify ideas than before they could not express.

The most important is, the interest that present researchers, teachers and others

professionals, looking solution for students and all people that come here to live and need to

learn English as a second language.




















Chapter 4: Results

Evaluation Survey

The results of this study showed affirmatively the research question. What are some

aspects that may increase the learner’s academic achievement during the multicultural transition?

The survey was administrated by researcher in November 2011; it was directed to ten elementary

school teachers. The survey was written in Linket-type format style, the answers were range

from SA-(1) = strongly agree A-(2) =Agree N-(3) =Neutral D-(4) =Disagree SD-(5) =Strongly

Disagree. A percentage and frequency table was used for each point of the survey. The sample

was taken in ten teachers from an elementary school, located in Coral Springs, Florida.

Results Related to Research Question

The survey samples were administrated to ten teachers of elementary school. They were

instructed to take a few minutes to fill out the evaluation survey, emphasizing the fact that their

opinions were very important and confidential, reflecting their teaching experiences with

multicultural students. The research attempts to help multicultural students’ academic

achievement.

Participant’s age is represented in Table 1, between 26-56 years old and the study shows

23.1%. Gender’s participant’s equivalent to female 61% and male 15.4% it was showed in table

2. They are teaching first grade 15.4%, second grade 23.1%, third grade 15.4%, fourth grade

7.7% and fifth grade 15.4%, represented in table 3. Participants informed about their years of


experience in teaching, representing of 1 to 3 years= 15.4%; 3-5 years=23.1%; and

6+years=38.5% showed in table 4.

In the first sentence, table five shows teachers answered affirmatively, 63.8% agree and

23.1% strongly agree that they are familiar with their student’s multicultural background.

According with table 6 corresponding to second sentence, participants’ opinion was affirmatively

to training teachers enhance students’ academic achievement with 30.8% strongly agree, 48.5%

agree and only 7.7 % disagree.

In table 7 corresponding to third sentence, teachers answered if the multicultural students

usually have difficulties adjusting to school with different opinions, strongly agree 7.7%, agree

15.4%, neutral 23.1% and disagree 40%. Analyzing this answer it is obvious that some teachers

don’t understand multicultural immersion to adopt a new culture, and social- economics

problems that many families suffering when arrive to new country, adding a new language to

learn, at first time it is very hard to students enter to new ambiance.

Teachers accepted positively the opportunity of intervention focused on helping students

to have a sense of belonging improves achievement; it is showed in table 8, strongly agree 23.1%

and agree 53.8%. The last sentence represented in table 9, strongly agree 23.1%, agree 38.5%

neutral 7.7% and disagree 7.7% showed that teachers are pleased with parent’s involvement as

supporters. It is really necessary the parents participation in the school, teachers may contact

parents and they together help student. Parents must give more attention to children, not only like

supplier it is more than give economical support it is caring, love, confidence and quality time.


The last question represented in table 10 was answered affirmatively for all teachers,

showing in the study the importance that teachers involve more in the student’s background and

help them to be more comfortable in the new schools.

The formal education is important and these have been interpreted as support for

strengthening existing teachers’ preparation programs in universities and increased expenditures

on post-college training to obtain productivity, especially in teaching where students have other

characteristics, as the case of multicultural participation in the school. If educators give the

positive matching between student quality and teacher training, the gain scores students grow up.

It shows the ability in the students reflect teacher value-added associated with education and

training.

In contrast to level education, master degree and more from teachers, the most important

it is the vocation to teach, because not all teachers show it. Some people helps to solution some

doubt about a class and he may not be a teacher, but he has the ability and the manner to help

others learning.

According to Frederick Douglas “It is easier to build strong children than to repair broken

men”

Frequencies Variable: age, gender, grade teaching experience, education adjusting intervention

support training.

Conclusion

In the study observed, teachers understood that they may help to multicultural students

with another perspective, which could lead to reducing in the acting out of prejudice in


elementary schools.The schools are microcosm of society, this way we may see, racism,

discrimination and bias would be observed if it was effectively answered by teachers, acceptance

of self and others. Teachers accepted that is necessary the integration home-school. Banks noted

that “with content integration, individuals from diverse backgrounds could be included in the

academic material presented in the classroom”. Teachers and staff could focus on the diversity

and help learners according with their cultural diversity.


Chapter 5: Discussion

The experience in the collection data was very interesting, because I could to know the

interest that some teachers have in working with the minority and help them to adopt a new style

of live, new friends and new neighborhood. For some people is not easy entering within new

cultures and languages. Therefore students from other countries need some aspects that help

them to increase achievement academic, because some of them start a new school, in middle or

high school, that’s way teachers have a great responsibility to encourage students to study hard

and helping them to participate in different activities; as plays, sport teams, bands, etc.

The principal of the school permitted realize a survey to 10 elementary school teachers,

who accepted manifesting interest in the points planted in the study. The principal’s experience,

sense of community, organizational skills may help to school members to change an adequate

way to solve problems related to students, who reported feeling as they did not fit in his school

or ambiance, because the school is not a safe place for them, when they have suffered

discrimination; it can bring devastating effects, such as, students skipping classes, not

participating in academic or extracurricular activities, or dropping out of school. According to

Pine & Hilliard (1990) (p. 593) “Schools, which ought to be a civilizing influence in our society,

seem instead to be incubators of racial tolerance”.

Teachers received information about the privacy and confidentiality in the participation

in the study. . Having a boss that recognizes the issues of the school and she should help to

improve replace new positives way that students receive a better opportunity to grasp into a new

society. In this way multicultural learning may explore the tapestry of perspective in the world,


reaching across boundaries of ability, nationality, race, religion, and sexual orientation other

social and cultural identities.

Differences are commons in the classroom, but the awareness of social justice and

equality is emphasized and everyone must attend to others with respect and give opportunity to

everyone communicate and learn.

Assumption/ Implication of Findings

Faculty giving the importance and quality to their vocational profession, they answered

affirmatively to the evaluation, because they have observed the difficulties that multicultural

students present of perspective in the world, nationality, race, religion, etc. Their parents not

always have the better job, a lot of them are working two job for complete the familiar support

and cover the spending, and it might be observed by teachers in the classroom, when a student is

coming from a low class or necessity more attention from parents in his homework’s.

When I went to visit the school, at first time I fought some difficulties to talk with

school’s principal, because it is not easy to enter to do some task, observation, etc., first we need

to show the fingerprints, because it is requirement from scholar bureau of Florida. I treated some

days later and the principal left on Thanksgiving off days and the end I could take the

information from teachers when they reentered to class.

Conclusion

By evaluation the results received we can come to conclusion that teachers can modify

their teaching, in order to increase the academic achievement of students from the racial and

ethnic groups, that are experiencing massive failure in our schools, and consequently in society.

Modifying instruction to improve the academic achievement of multicultural learners, it will

benefit all students because underachievement exists within all segments of the school


population. Teachers may exhibit more expectation, being more interested in the multicultural

students, offering to them acceptance and showing interest in to know more about their cultures,

beliefs, styles and languages.

Recommendation

In review of this evaluation I suggested, that we need more studies that consider factors

such as gender, social class and culture while examining literacy across diverse contexts. There

is necessary observe relationship between home and school. As well, we need to give deep

consideration on changes that we embrace. In family needs we cannot ignore their values and

desires in the new community for them. Teachers need to examine the ideologies that drive us

and critique our own quest to observe school transformed. There is a necessity for teachers to

understand literacy within their classrooms and appreciate the differences that may exist between

each one, home and school; it may permit interaction and it learns and helps to know the

diversity of communication and literacy forms and even the text types and instructional practices

used to read and write, as well as changing the nature of instructional activities and

implementing culturally responsive instruction.

School systems must know inappropriate conduct and prepare teachers have a

responsibility to understand and respond to the diversity of the families to the students they

teach, because it is community diversity and help the communication with learners.

The findings in this study we could appreciate the level of teachers’ acceptation in help to

increase the learner’s academic level. Teachers accepted affirmatively the opportunity to teach

students and working with parents involving them in the children school’s activities.



Fostering Multicultural Appreciation in learners through multicultural transformation improves their academic achievement

ByElsy Rodríguez

An action Research submitted to the classroom/action research evaluation in partial fulfillment of

the requirements for the degree of Master in Education

(Specialization in Guidance and Counseling)

(EDUC 617)


Ana G. Méndez University SystemDecember 2011

Approval Page


Abstract

Fostering Multicultural Appreciation in learners through multicultural transformation

improves their academic achievement abstract. Rodríguez, Elsy, 2011; Action Research project,

Ana G. Méndez University System.

The purpose of this action research project is to discover and evaluate factors influent in

the multicultural transformation in order to improve the process to those learners to fulfill their

academic achievement. Due to significant demographic transformation is on the horizon the our

nation; consequently teachers must prepare themselves and their students for the ever changing

with diverse races. A key element of effective multiculturalism in schools is anti-racist attitude

development through intellectual understanding. Multicultural programs must be provided to

schools to assist in ensuring that all students and staff can learn and work in an environment

characterized by positive attitudes an intercultural understanding.

Research Question was:

What are some aspects that may increase the learner’s academic achievement during the

multicultural transition?

The methodology that will be use it’s a combination between qualitative and quantitative

approaches. A semi-structured questionnaire with Likert-scale format will be run to collect the

awareness in learners. The surrounding for the research is a select learner’s on a private

education institution at Coral Springs, Broward County with an open age’s population. They will

answer a survey instrument. The researcher will execute a statistical analysis. The result will be

communicated.


Table of Content

Page

Tile Page…………………………………………………………………………..…...…………1

Approval Page……………………………………………………………………….……………2

Abstract…………………………………………………………………………………………..3

Table of Contents...........................................................................................................................4

Chapter One: Introduction

Setting of the project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Profile the Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Nature and Situation of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Impact of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Research Question . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Chapter Two:

Review of Related Literature …………………………………………………………….9

Brief History of the Topic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

General Concerns about the Topic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Factors Affecting the Topic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

The Research Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Who Are the Most Affected? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Chapter Three: Methodology:

Description of the Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Rationale for the Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Participant and Characteristics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20


Sampling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Procedure………………………………………………………………………………...21

Data Collection and Instrumentation…………………………………………………….21

Data Analysis…………………………………………………………………………….21

Limitation / Delimitations………………………………………………………………..21

Time Line………………………………………………………………………………...21

Chapter Four: Results:

Evaluation Survey………………………………………………………………………..22

Results Related to Research Question………………………………………………...…22

Conclusion……………………………………………………………………………….24

Chapter Five:

Discussion………………………………………………………………………………..36

Assumption/Implication of Findings…………………………………………………….37

Conclusion……………………………………………………………………………….37

Recommendations……………………………………………………………………….38

References……………………………………………………………………………….39

Appendixes………………………………………………………………………………41

A. Study Conceptual Framework…………………………………………………….....41

B. Master Survey………………………………………………………………………..43

C. Surveys……………………………………………………………………………….45

D. Graphics…………………………………………………………………………...…56

Chapter One: IntroductionSetting of the project


This action research project is to identify new factors influent in the multicultural

transformation in order to improve the process to those learners to fulfill their academic

achievement. Learners were united in espousing a common objective for multicultural education

and pointing out where and how it should influence education policy and practice. They also,

believed it should have at its core new curriculum and methods of instruction that would enable

students to: (1) learn the history and contributions to society of the diverse groups who comprise

the population of the United States; (2) respect the culture and language of diverse groups’ (3)

develop new knowledge, understanding and appreciation of one’s multiple group characteristics

and how these characteristics can privilege or marginalize the individual and others; and (4) learn

how to bring about social and structural equality and take action toward that end.

Profile of the Organization

In a beginning people never thought that a multicultural environment would ever grow

confronting lack of communication and understanding between the different multicultural that

started to grow in different areas and community. The first situation that the nation had

demanded to address was, that would be able to give access to those new immigrant community

recently establish be able to communicate within their language in the areas of health, education,

and society.

Multicultural education refers to the ways in which all dimensions and aspects of

schooling address the needs and talents of culturally diverse populations to ensure equity and

social justice for all. It is both a philosophy and a process. As a philosophical concept, it is

rooted in the principles of democracy, social justice, equity and the affirmation of human

diversity. As a process, multicultural education is fluid and continually undergoes modification

to meet the needs and demands of an ever-changing society. To this end , it become a concerted


strategy and educational project or instrument that employs multiple knowledge’s of people

histories, and demonstrates an awareness of contexts as a social historical. In an effort to

challenger current state policies that discriminate against or simply ignore people based on their

socio economic status, race, gender, disability, religion and sexual orientation.

Nature and Situation of the Problem

There are a lot of cultures that come in different shapes and colors. Perhaps, this explains

why multicultural languages shape the world. Community of scholars, teachers and activists are

disconnect from their responsibility providing the necessary skills to meet the intellectual, social

and personal needs of these diverse learners. As a consequence, many students are dealing with

problems and issues of ethnicity, race, language, gender equality, and immigration were ever

present and often acidic but moreover, education rights. Community of scholars, teachers and

activists are grounded in reflection and critique is informative and necessary for meaningful.

Impact of the Problem

Teacher are disconnect from their responsibility of providing with the skills necessary to

meet the intellectual, social and personal need of these diverse learners. Today’s dated and

during the early of days multicultural education, resistance still strong in many places. It difficult

to get support on multicultural education, because of the existing bias against arguments that

spoke of equity and equality and or movement away from an assimilations ideology. Also, new

students trends a period multicultural education movement, where most scholars advocate for a

new multicultural education in their belief that it should promote structural equality and serve as

an instrument to examine inequality. Unfortunately, this trend interrupts the development

achievement goals on students with multicultural differences.

Research Question


What are some aspects that may increase the learner’s academic achievement during the

multicultural transition?

Chapter Two: Review of Related Literature

American Psychological Association Publication Manual. It is the Manual more used for writers,

editors, students and educators in the social and behavioral sciences. It provides guidance

from the ethics of authorship to the adequate word to reduce bias in language. It manual


offers to tables, figures, and the manner will result in strong, simple and elegant scientific

communication.

Bennet, C.I. (1995), This article develops a conceptual framework about complex

multidisciplinary roots of multicultural education. It shows the necessity to provide

educational researchers and teachers, educators, how they may design new inquiry a

teacher preparation programs in the meta-disciplinary field of multicultural education.

Drew, C.J., Hardman, M.J. & Hart (1996). This book shows the process of designing and

investigation, interpreting results, particularly experimental researchers, eliminates

alternative of explanation. A possible explanation helps for a good result.

Fowler, F.J. (1993) the author provides an overview of survey research process, learning and put

in practice using clear an easy to understand language, and it is also written for many

desirable features, particularly with respect to determinate audience.

Fraenkel, J.R. & Wallen, N.E. (2003) one the principal points, is correctional studies are carried

out either to help explain important human behaviors or to predict likely outcomes. It

shows the use of variables to make the prediction, is called the predictor variable and it

exist another variable that’s criterion variable and it when the prediction is made. The

author expresses multiple regressions that show a technique that enables a researcher to

determine a correlation between a criterion variable and the best combination of two or

more variables. This book explains each detail about it.

Garcia, E.E. (2001) the author projects what works in creating better educational opportunities

and effective school reform. She insists its necessary reflexing on the bicultural

experience of minority groups. Cultural root is asset in individuals. The book reflects


how and why our educational reforms, therefore may to build on rather than down play

the original culture and language of minority students.

Galvan, J.L. (1999) writer noted that in literature review the researchers or writers need to

summarize briefly each article. It focuses on a specific topic of interest to researchers

and interest to researchers, also may include a critical analysis of the relationship among

different words and phrases. Usually it provides a theoretical framework and rationale

for a research study.

Glesne, C. & Peshkin, A. (1992) showed a brief but comprehensive overview of qualitative

research that balances and keeping qualitative inquiry vibrant. Educators may turn to

qualitative inquiry, in this text; educators have diverse opportunities with an inquiry

approach. The text learns also numerous exercises that invite to reader the opportunity to

practice and renovate skills to be a qualitative researcher.

Sapsford, Roger and Jupp, Victor. (1996) the objective of the authors is to give students

understanding, evaluate and use evidence in their academic and professional work. This

book can be used for students from a wide range of disciplines (sociology, social

psychology, social policy, criminology, health studies, government and politics. Many

readers including nurses and other medical applicants, social workers and others in the

caring professions, workers in the criminal justice system, market researchers, teachers,

and others in the educations field.

Scholarly. Work in the University focused on assembling curating and supporting the use of

scholar information to promote research learning, and cultural engagement; in other

words, it is fixed on tracking what information faculty, students, and learners actually

need and on how and where they prefer to discover, locate and use it. Students have now


the opportunity to looking for materials from internet, where have joined library, catalog,

archiving finding aids, and more scholarly information. The author of this report has

formally examined how humanities scholars conduct and collate their research. This

study was based in a sample of scholars; nonetheless, the results are powerfully

suggestive of ways in which academic libraries can adapt to and develop in a rapid

changing environment.

Aueback, Susan brought together research perspectives that intersects the fields of leadership

and partnerships to inform and inspire more authentic collaboration. Alliances are

needed among educators, families, and community that value relationship building,

dialogue, and power sharing as part of socially just, democratic schools.

Nieto, Sonia (1999) showed that she sees multicultural education rather as a perspective from

which to focus on achievement excellence in student learning. The author’s view of the

illuminating power of education for teachers and students. The book focuses on teacher’s

practices, attitudes, and values, as well as policies and practices of schools the she

believes will promote the learning of all students. Instead referring to such students as

minority or disadvantaged. She uses the term “bicultural” and she sees multicultural

education indeed all good teaching, as transformative: at the end she recommends

teachers transform their practice on three levels: individual, collective, and institutional in

order to improve the educational potential of all students.

Pine & Hilliard (1990) have indicated that many counseling programs discuss multicultural

issues based on working with adults. A greater focus is needed to address the

multicultural needs of children in grades K-6. The problems associated with racism,

discrimination, prejudice, and stereotyping within public schools have been well


documented and help to counselors and teachers. When students have adhered to beliefs

about others or self-based on racial, ethnic, religious, gender, or other stereotypes, a

number of challenging situations have occurred. “School, which ought to be a civilizing

influence in our society, seems instead to be incubators of racial intolerance”. (Pine &

Hilliard) (p.593).

Ferrance, Eileen. She recommended teachers should be constantly researching and educating

themselves about their area of expertise, this is different from the study of more

educational questions that arise from the practice of teaching, Action research gives the

idea that educators will begin a cycle of posing questions, gathering, data, reflections, and

deciding on a course of action. This decisions help to change the school environment a

different set of circumstances appears with others problems posed, which require a new

look. Many action researches projects are started with a particular problem to solve,

whose solution leads into other areas of study.

Gollnick, D.M. & Chim, P.C. (2002) author make two questions in reference to relations:

What is a world view? And how can we explain the existence of the various world

views? There two questions were raised and his interest in enter-cultural relations goes

back well into himself when he learned the idea of “commensurability” between different

cultures, races, and even species. Frequently it is coming another question that rationing

with point of view with the cultures.

Brief History of the Topic

A new beginning in any multicultural transformative process it such is to examine the

issues, biases, prejudices, and assumptions that it’s carry into the classroom and how these


inform a curriculum. In fact, it’s must constantly engage in a process of examining and critiquing

anyone perspective because this also will affect the way on an approach transformation.

For many people, it is relatively easy and convenient to forget that the public school

system in the United States has an overtly racist, sexist, and classist history. But, a current

shortcomings in education within this historical context, it is important to remember, for

example, that most widespread challenges to overtly discriminatory educational practices have

occurred amazingly recently. Legislation-backed desegregation efforts were in full-swing around

forty years ago, and racial-, gender-, and socioeconomic-based tracking were common practice

even more recently--and still are, although less explicitly so.

As part of its process, multicultural education is a critique of the mono cultural content

and ethos of the current and prevailing Eurocentric system of education in the United States.

According to Parekh (2000). Eurocentric asserts the following two theses, which multicultural

education critiques. First, modern, that is post seventeenth century. European civilization

represents the highest form of life reached by humankind so far and provides the standards by

which to judge all others. Second, it attained its glory unaided by and owes little if anything to

non European. Its moral and religious foundations were laid by Christianity which, although non

European in origin was radically reshaped in light of the Greco Roman heritage and became a

progress force only after it had undergone much cultural filtering at European hands. Its third

major source was the rise of individualism, secularism, sciences, technology and so on, all

assumed to be unique achievements of modern Europe and based on its pre modern heritage. The

aims of education are to cultivate those capacities, attitudes, values and sentiments that created,

currently underpin and are cherished by European civilization. Including the capacities for


critical and independent thought individualism, the scientific and secular spirit and pride in

European civilization and underplays or ignores the achievements and contribution of others.

(Parekh 2000).

The curriculum was Eurocentric and male-centric, both in content and perspective,

virtually ignoring the history, stories, perspectives, literature, and accomplishments of women

and people of color. Few can argue that, historically, the public school system in the United

States was largely created and maintained for the professional and economic gain of upper-

middle class and wealthy white males and for the tracking into menial work of the poor, people

of color, and women. While conditions have improved and practices like tracking have changed

to make education more accessible to all students, many remnants of this discriminatory history

remain.

In the case of the curriculum, thanks to the struggles and protests of those people who

were traditionally excluded from the curriculum, conditions have improved to an extent. Students

now learn about the accomplishments of certain famous women and people of color, and even

celebrate them during Black History Month, Women's History Month, Hispanic History Month,

and other special occasions.

Still, what has yet to happen is for these histories to be woven into World History or

American History as part of the total mosaic. Many argue that monthly celebrations only serve to

further define certain groups as "the other" whiles the "mainstream" curriculum is taught for the

rest of the year. Others argue that these celebrations help justify the failure of educators to teach

"Black History" in the U.S. as what it really is -- U.S. History.


Likewise, despite the addition of some diverse content into the curriculum, most

information is still presented from a Eurocentric perspective. The most repeated example of this

is the case of Christopher Columbus. Ask any group of people the first fact they remember

learning in history class, and most of them will say, "Columbus discovered America." This "fact"

remains the foundation from which U.S. History is built and conceptualized. But did Columbus

discover America? Through whose eyes is such a statement true? "Manifest Destiny" or

"genocide"? Similar questions can be asked of teaching practices in Literature. From whose

perspective was the "canon" chosen? Who decided that the only "classic" literature was written

in England and the United States? Has no equally great literature been written in Asia or Africa?

Current curricular frameworks, though they include more and more diverse content, fail

to make any real strides toward full inclusion. Likewise, they fail to break free from Eurocentric

perspectives. As a result, they continue to cheat all students out of a deep, multicultural

understanding of the world around them. Curriculum transformation efforts are necessary to

replace practices that simply further identify some as "the norm" and everyone else as "the other"

with practices that provide all students with a more complete and accurate understanding of

society, the world, and themselves.

General Concerns about the Topic

If, it’s from a multicultural perspective, no one way of viewing the world, no one cultural

standard, political doctrine or ideology can represent the full truth and value of human life,

therefore, multicultural education is essential to school and society. Thus, advocates and

proponents of multicultural education such as Atwater & Riley (1993); Baker (1997, 1983) Bank


(1969, 1993, 1995, 2004) describe the boundaries of multicultural education as inclusive of all

policy, practices and structures of U.S. schools curriculum, financing teacher recruit and hiring

pedagogy and student and grade level organization.

Multicultural education advocates a long comprehensive non patriarchal view of the

history and contributions of marginalized group to the traditional curriculum. It challenges and

calls into question previous omissions and distortions. It offers a set of related propositions that

are used to explain how a phenomenon was arrived historically: for example, concepts of cultural

deficit and at risk are used to define and place students of coolers and low income students

within a paradigm of stratification. Proponents of multicultural education continually challenge

the racism and sexism in arguments that contends that achievements have come about because of

for example. “reveal the kinds of structures and process characterized in the event that are

studied as well as what the consequences of the events are likely to be. “Finally, proponents of

multicultural education seek to illuminate the ways of thinking that influence institutional and

personal decision making and make clear the possible consequences that may arise from

following them.

Factors Affecting the Topic

Although, the coming together of the different groups; race, ethnicity, low socioeconomic

status, disability, gay and lesbian, religious and the varied constituencies and interest they

represent sometimes create theoretical confusion and ambiguity regarding the meaning of

multicultural education, it the coming together also, brings flexibility, as well as depth and

breadth to ideas regarding equity and equality and fosters coalescence around actions for social

justice. It can be a recall writing in 1975: “I think it would be wrong to posit a rigid and inclusive

definition of multicultural education. It’s would prefer to describe multicultural education as a


concept, because a concept embodies process, movement and as such its contours are flexible”

(p.2).

Although, the definition of multicultural was still inchoate during these early years, those

who adopted multicultural education as a topic of scholarly investigation and work and or who

used it as a theoretical lens for guiding their scholarship were united in their demand that school

policies and practices should be examined from a multicultural perspective and that school

policies and practices should prepare student to work actively toward social structural equality

and the promotion of cultural pluralism. For example, James Banks (1979), who analyzed

schooling through and ethnic studies and multicultural education lens, argues. “Ethnic studies

instruction should help students develop the ability to make reflective decisions on issues related

to ethnicity and to take personal and public action to help solve the racial and ethnic problems in

our society” (p.20).

The Research Problem:

Teacher are disconnect from their responsibility of providing with the skills necessary to

meet the intellectual, social and personal needs of these diverse learners.

Who Are the Most Affected?

With the missing attention on multicultural education from educator, learners from

different ethnicity are the population most affected on this research. Their differences in culture,

religion belief, life style, and moral values and more over, languages, become to be the important

elements that influence in the affectation. And, with other affectation, communities, business and

government are indirect affected as well because of the unfinished basic or professional

education which loge them on an unable personnel list for some specific professions.


Chapter Three: Methodology:

Description of the Methodology:

On research methods, the qualitative research is a method of inquiry that it’s employed in

many different educational disciplines, mostly traditionally in the social sciences but, also in

market research and further context. Also, the qualitative researchers aim to gather an in depth

understanding of human behavior and the reasons that govern such different behavior. The

qualitative method also, investigates the why, and the how of decisions making. And, not just

what, where, when. Hence, smaller but focused samples are more often needed than large

samples.

However, in the social science also, quantitative research refers to the systematic

empirical investigation of social phenomena via statistical, mathematical or computational

techniques. The objective of quantitative research is to develop and employ mathematical

models, theories and hypotheses pertaining to phenomena. The process of measurement is central

to quantitative research because it provides the fundamental connection between empirical

observation and mathematical expression of quantitative relationships.

Therefore, the methodology that was used on this action research was a combination

between qualitative and quantitative approaches. A semi-structured questionnaire with Likert-

scale format was ran to collect the awareness in a select community. The surrounding for the

research as a select learner’s on a private education institution at Coral Springs, Broward County

with teachers of elementary school population. They was answered a survey instrument. The

researcher executed a statistical analysis. The result was communicated.

Rationale for the Methodology:


Related to multicultural education, this investigation was created in order to find answer

and results which support new evidence that increase or create new tools where bring a new

transformation that improves learner’s academic achievement. Multicultural educator shut

included specific strategic which included multicultural factors that offer new teaching models

on their curriculum. Multicultural learners only will achieve their academic goals in on an

educational environment where this factor its included.

Participant and Characteristics

The immigrant’s from deferent’s countries come to United State without knowing the

official language of this country. Also, they come to a total new environment which has a new

culture they will learn to live with. Some immigrants decide to break those new barriers that

come with the process of a new adaptation on their new country where will be living and

growing. So, the characteristics on this participant are: all of those immigrants that become new

challenger in the education system. Also, other participant’s characteristics are: all of those

educators that in the education system teach multicultural to students.

Sampling

The sampling population was taken on a private educational institution. Sampling

population also, met the participant and characteristic previously establish on the research

methodology. Those characteristics demand that population sampling participant were teachers

of elemental multicultural students which are immigrants from other countries and multicultural

educator as well.

Procedure


For the realization of this study, an extensive survey of literature was implemented in

qualitative instrument that was conducted. The procedure step were design and approval of the

project by the facilitator of the course; implementation of the research, development of the

theoretical framework, which supported the variables addressed in this research paper. The

teachers were surveyed, and the measures of outcomes tabulated.

Data Collection and Instrumentation

A letter which explained the study and requested permission to conduct the study was

brought to the Principal of the school. The survey was given to the teachers and they answered

all the same day.

Data Analysis

Statements data was collected using zoomerang. The independent variable for this study

was performing and achievement. The dependent variable was more tolerance, and help students.

The control variable was gender, ages, time teaching in schools.

Limitations/Delimitations

In order to find solution to improve the student’s achievement, teachers understood that it

is necessary their participation with the multicultural knowledge, literacy and relation with home

family’ students.

Time Line

The study was administered to 10 elementary school teachers in Broward County, using

the Likert Scale Survey format. Teachers completed the survey the same day. Analysis of all

survey took at November, 2011.

Chapter 4: Results


Evaluation Survey

The results of this study showed affirmatively the research question. What are some

aspects that may increase the learner’s academic achievement during the multicultural transition?

The survey was administrated by researcher in November 2011; it was directed to ten elementary

school teachers. The survey was written in Linket-type format style, the answers were range

from SA-(1) = strongly agree A-(2) =Agree N-(3) =Neutral D-(4) =Disagree SD-(5) =Strongly

Disagree. A percentage and frequency table was used for each point of the survey. The sample

was taken in ten teachers from an elementary school, located in Coral Springs, Florida.

Results Related to Research Question

The survey samples were administrated to ten teachers of elementary school. They were

instructed to take a few minutes to fill out the evaluation survey, emphasizing the fact that their

opinions were very important and confidential, reflecting their teaching experiences with

multicultural students. The research attempts to help multicultural students’ academic

achievement.

Participant’s age is represented in Table 1, between 26-56 years old and the study shows

23.1%. Gender’s participant’s equivalent to female 61% and male 15.4% it was showed in table

2. They are teaching first grade 15.4%, second grade 23.1%, third grade 15.4%, fourth grade

7.7% and fifth grade 15.4%, represented in table 3. Participants informed about their years of

experience in teaching, representing of 1 to 3 years= 15.4%; 3-5 years=23.1%; and

6+years=38.5% showed in table 4.


In the first sentence, table five shows teachers answered affirmatively, 63.8% agree and

23.1% strongly agree that they are familiar with their student’s multicultural background.

According with table 6 corresponding to second sentence, participants’ opinion was affirmatively

to training teachers enhance students’ academic achievement with 30.8% strongly agree, 48.5%

agree and only 7.7 % disagree.

In table 7 corresponding to third sentence, teachers answered if the multicultural students

usually have difficulties adjusting to school with different opinions, strongly agree 7.7%, agree

15.4%, neutral 23.1% and disagree 40%. Analyzing this answer it is obvious that some teachers

don’t understand multicultural immersion to adopt a new culture, and social- economics

problems that many families suffering when arrive to new country, adding a new language to

learn, at first time it is very hard to students enter to new ambiance.

Teachers accepted positively the opportunity of intervention focused on helping students

to have a sense of belonging improves achievement; it is showed in table 8, strongly agree 23.1%

and agree 53.8%. The last sentence represented in table 9, strongly agree 23.1%, agree 38.5%

neutral 7.7% and disagree 7.7% showed that teachers are pleased with parent’s involvement as

supporters. It is really necessary the parents participation in the school, teachers may contact

parents and they together help student. Parents must give more attention to children, not only like

supplier it is more than give economical support it is caring, love, confidence and quality time.

The last question represented in table 10 was answered affirmatively for all teachers,

showing in the study the importance that teachers involve more in the student’s background and

help them to be more comfortable in the new schools.


The formal education is important and these have been interpreted as support for

strengthening existing teachers’ preparation programs in universities and increased expenditures

on post-college training to obtain productivity, especially in teaching where students have other

characteristics, as the case of multicultural participation in the school. If educators give the

positive matching between student quality and teacher training, the gain scores students grow up.

It shows the ability in the students reflect teacher value-added associated with education and

training.

In contrast to level education, master degree and more from teachers, the most important

it is the vocation to teach, because not all teachers show it. Some people helps to solution some

doubt about a class and he may not be a teacher, but he has the ability and the manner to help

others learning.

According to Frederick Douglas “It is easier to build strong children than to repair broken

men”.

Frequencies Variable: age, gender, grade teaching experience, education adjusting

intervention support training.

Conclusion

In the study observed, teachers understood that they may help to multicultural students

with another perspective, which could lead to reducing in the acting out of prejudice in

elementary schools. The schools are microcosm of society, this way we may see, racism,

discrimination and bias would be observed if it was effectively answered by teachers, acceptance

of self and others. Teachers accepted that is necessary the integration home-school. Banks noted


that “with content integration, individuals from diverse backgrounds could be included in the

academic material presented in the classroom”. Teachers and staff could focus on the diversity

and help learners according with their cultural diversity.


Table 1

Represents Teachers participants’ ages

Frequency Percent

Valid 26-35 2 15.4

36-45 5 38.5

46-55 2 15.4

56-65 1 7.7

Total 10 76.9

Missing System 3 23.1

Total 13 100.0


Table 2

Represents Teachers participants’ gender

Frequency Percent

Valid 3 23.1

Female 8 61.5

Male 2 15.4

Total 13 100.0


Table 3

Which grade are teachers currently teaching?

Frequency Percent

Valid 1rs. grade 2 15.4

2nd. grade 3 23.1

3rd. grade 2 15.4

4th. grade 1 7.7

5th. grade 2 15.4

Total 10 76.9


Total 13 100.0


Table 4

Represents – Years of experience in teaching

Frequency Percent

Valid 1-3 2 15.4

3-5 3 23.1

6+ 5 38.5

Total 10 76.9


13 100.0

Table 5


Represents if teachers are familiars with their student’s multicultural background

Frequency Percent

Valid Agree 7 53.8

Strongly Agree 3 23.1

Total 10 76.9


Total 13 100.0

Table 6


Training teachers enhance students’ academic achievement

Frequency Percent

Valid Disagree 1 7.7

Agree 5 38.5


Total 10 76.9


Total 13 100.0

Table 7


Multicultural students usually have difficulties adjusting to school

Frequency Percent


Neutral 3 23.1

Agree 2 15.4


Total 10 76.9


Total 13 100.0

Table 8


Intervention focused on helping students

Frequency Percent

Valid Agree 7 53.8


Total 10 76.9


Total 13 100.0

Table 9


Teachers are pleased with parents’ involvement as supporters

Frequency Percent


Neutral 1 7.7

Agree 5 38.5


Total 10 76.9


Total 13 100.0

Table 10


Do you believe teachers’ training improve students’ academic achievement?

Frequency Percent

Valid Yes 10 100.0


Total 13 100.0

Chapter 5: Discussion


The experience in the collection data was very interesting, because I could to know the

interest that some teachers have in working with the minority and help them to adopt a new style

of live, new friends and new neighborhood. For some people is not easy entering within new

cultures and languages. Therefore students from other countries need some aspects that help

them to increase achievement academic, because some of them start a new school, in middle or

high school, that’s way teachers have a great responsibility to encourage students to study hard

and helping them to participate in different activities; as plays, sport teams, bands, etc.

The principal of the school permitted realize a survey to 10 elementary school teachers,

who accepted manifesting interest in the points planted in the study. The principal’s experience,

sense of community, organizational skills may help to school members to change an adequate

way to solve problems related to students, who reported feeling as they did not fit in his school

or ambiance, because the school is not a safe place for them, when they have suffered

discrimination; it can bring devastating effects, such as, students skipping classes, not

participating in academic or extracurricular activities, or dropping out of school. According to

Pine & Hilliard (1990) (p. 593) “Schools, which ought to be a civilizing influence in our society,

seem instead to be incubators of racial tolerance”.

Teachers received information about the privacy and confidentiality in the participation

in the study. . Having a boss that recognizes the issues of the school and she should help to

improve replace new positives way that students receive a better opportunity to grasp into a new

society. In this way multicultural learning may explore the tapestry of perspective in the world,

reaching across boundaries of ability, nationality, race, religion, and sexual orientation other

social and cultural identities.


Differences are commons in the classroom, but the awareness of social justice and

equality is emphasized and everyone must attend to others with respect and give opportunity to

everyone communicate and learn.

Assumption/ Implication of Findings

Faculty giving the importance and quality to their vocational profession, they answered

affirmatively to the evaluation, because they have observed the difficulties that multicultural

students present of perspective in the world, nationality, race, religion, etc. Their parents not

always have the better job, a lot of them are working two job for complete the familiar support

and cover the spending, and it might be observed by teachers in the classroom, when a student is

coming from a low class or necessity more attention from parents in his homework’s.

When I went to visit the school, at first time I fought some difficulties to talk with

school’s principal, because it is not easy to enter to do some task, observation, etc., first we need

to show the fingerprints, because it is requirement from scholar bureau of Florida. I treated some

days later and the principal left on Thanksgiving off days and the end I could take the

information from teachers when they reentered to class.

Conclusion

By evaluation the results received we can come to conclusion that teachers can modify

their teaching, in order to increase the academic achievement of students from the racial and

ethnic groups, that are experiencing massive failure in our schools, and consequently in society.

Modifying instruction to improve the academic achievement of multicultural learners, it will

benefit all students because underachievement exists within all segments of the school

population. Teachers may exhibit more expectation, being more interested in the multicultural


students, offering to them acceptance and showing interest in to know more about their cultures,

beliefs, styles and languages.

Recommendation

In review of this evaluation I suggested, that we need more studies that consider factors

such as gender, social class and culture while examining literacy across diverse contexts. There

is necessary observe relationship between home and school. As well, we need to give deep

consideration on changes that we embrace. In family needs we cannot ignore their values and

desires in the new community for them. Teachers need to examine the ideologies that drive us

and critique our own quest to observe school transformed. There is a necessity for teachers to

understand literacy within their classrooms and appreciate the differences that may exist between

each one, home and school; it may permit interaction and it learns and helps to know the

diversity of communication and literacy forms and even the text types and instructional practices

used to read and write, as well as changing the nature of instructional activities and

implementing culturally responsive instruction.

School systems must know inappropriate conduct and prepare teachers have a

responsibility to understand and respond to the diversity of the families to the students they

teach, because it is community diversity and help the communication with learners. The findings

in this study we could appreciate teachers’ acceptation to improve on student’s advantages.

References

A.P.A. (2001). American Psychological Association Publication Manual. Fifth edition.

Washington, DC: APA.


Bennett, C.I.(1995).Multicultural Education: Theory and Practice. Boston: Allyn & Bacon.

Buendía Eirsma, L., Colas Bravo, P. & Hernández Pina, F. (1998). Métodos de

investigación en psicopedagogía. Madrid: McGraw Hill.

Creswell, J. W. (2002). Educational Research: Planning, conducting, and evaluating

quantitative and qualitative research. New Jersey: Prentice Hall.

Decker, S (1969) An empty spoon. New York: Harper & Row.

Drew, C. J. Hardman, M. J. & Hart, A. W. (1996). Designing and Conducting

Research: Inquiry in Education and Social Science. Massachusetts: Allyn &

Bacon.

Ferrance, Eileen (1990) Action Research. Northeast and Island Regional Educational

Laboratory at Brown University

Fowler, F. J. (1993) Survey research methods. California: Sage Publications.

Fraenkel, J. R. & Wallen N.E (2003). How to design and evaluate research in

education. New York: MacGraw Hill

Fraenkel, J. R. & Wallen N.E. (2003). Student workbook to accompany: How to

design and evaluate research in education. New York: MacGraw Hill.

Garcia, E.E. (2001) Hispanic education in the United States. Maryland: Rowman &

Littlefield.Lanham.

Galvan, J. L. (1999). Writing literature reviews. California: Pryczak Publishing.

Glesne, C. & Peshkin, A. (1992). Becoming qualitative researchers: An introduction.

New York: Longman.

Gollnick, D.M. & Chim, P.C (2002) Multicultural Education in a pluralistic society (6th Ed.)

Upper Saddler River. N.Y: Prentice Hall.


Hernández Sampieri, R., Fernández Collado, C. & Pilar Batista, L. (1998).

Metodología de investigación.

Martella, R. C., Nelson, R. & Marchand-Martella, N.E. (1999). Research methods:

Learning to become a critical research consumer. Massachusetts: Allyn and

Bacon.

McMillan, J. H. & Wergin, J. F. (1998). Understanding and evaluating educational

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Méndez, C. E. (1999). Metodología: Diseño y desarrollo de investigación. Bogota:

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Appendix A

Study Conceptual Framework


Study Conceptual Framework

TOPIC

Fostering Multicultural Appreciation in learners through multicultural transformation improves their academic achievement.

PROBLEMS (HYPOTHESES)

Teacher are disconnect from their responsibility of providing with the skills necessary to meet the intellectual, social, and personal needs of these diverse learners

TRENDS

The leadership in teacher training institutions has the responsibility of creating positive environments where multicultural initiatives can thrive. These transformative approaches will foster multicultural appreciation in learners and provide them with the competences necessary to effectively meet the challenges of the changing school demographics.

RESEARCH QUESTIONS

What are some aspects that may increase the learner´s academic achievement during the multicultural transition?


Appendix B

Master Survey



Appendixes CSurveys












Apendixes D

Graphics


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Graphic 3


Graphic 4


Graphic 5


Graphic 6


Graphic 7


Graphic 8


Graphic 9


Graphic 10


Conclusion

As I am preparing to educate and guide children and adolescents, it was important

subjected some patterns that educators may use to improve to multicultural student´s

achievements. Teachers’ survey has demonstrated expectation and interest to demonstrate more

acceptance and patience with students from other countries. These acceptation and wishes for

collaborating is a great hope to new multicultural students.

The results confirmed that many teachers have worked without basic skills, attitudes, and

knowledge in promoting equal educational opportunity and preparing students to participate

effectively in a just and fair society. Therefore teachers have accepted they want change to

benefice to students. As variety of definitions and goals are associated with the concept of

multicultural education. In a broad sense, multicultural education refers to the practices and

policies that provide educational services from a multicultural educational perspective are

essential in reducing or eliminating barriers to quality educational opportunities for foreign

students.

According to ( Baker, 1983;Bennett, 1988)”multicultural education transform the school

so that male and female individual differences relating to cultural backgrounds and attitude,

worldviews, values and beliefs, interests, culturally conditioned learning styles, personality,

verbal and nonverbal language patterns, and behavioral and response mechanisms”.

Assisting special educators to provide services from a multicultural framework supposes

the engaging teachers in self-assured activities to explore their attitudes and perceptions


concerning their cultural group and beliefs, moreover the effects of their attitudes on students in

terms of self-conscious, academic abilities, and educational opportunities.


Final thoughts

I am so happy to have taken this class, because it definitely gave me the opportunity to

use all the learned techniques to do a research or introduce to solve some issue that would

present in my job area. Before this class I had never idea or thought about writing a research

paper. Just the thought of writing some pages research paper had put security in myself; besides

a simple idea as I can contribute to help some necessity in our schools, neighborhoods is doing

something for the society.

While doing research for this paper, I came in contact with many people who were able

to offer great insight to my topic. For me this was scary and exciting because it is not easy that

schools permit to enter doing questionnaires to staff, but at the end I had the participation from

teachers and I felt better about talking to others and found the wanted information, in addition I

ordered my ideas for the research paper. At the end I felt comfortable that could to write my

research paper.

Elsy Rodriguez








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